Process Writing in the Classrooms of Eleven Fifth-Grade Teachers with Different Orientations to Teaching and Learning

Enhancing and Displacing Literacy Practices: Examining Student Publishing in a Fifth Grade Writer’s Workshop

“…It is an interaction of actors, objects, and practices, first conceived in local classrooms in New England (Graves, 1983) and further theorized in academic circles (Atwell, 1987;Calkins, 1986), which is now localized to countless classroom sites thirty years after its conceptualization (Hoffman, 1998;Lipson, Mosenthal, Daniels, & Woodside-Jiron, 2000). The actors and the objects are immediately recognizable as those conceptualized at global, academic sites; however, as the study will demonstrate, the practices that are generated at the local level provide interesting points of departure in the meanings produced.…”

Fantasy or reality? The use of enterprise in education as an alternative to simulated and imaginary contexts for raising pupil attainment in functional writing

“…The use of enterprise in education 93 writing using a wide range of genre, with students as the primary determinant of topics and a consistent focus on writing for personal expression and communication (Lipson et al, 2000).…”

“…These kinds of outcomes will only emerge through the provision of a writing curriculum strongly based on process rather than product. Lipson et al (2000) trace the origins of the process vs. product debate to the 1970s, when 'conventional approaches to writing were criticised for focusing too strongly on product…and for neglecting to develop in students a sense of ownership or a sense of purpose and audience ' (p. 209). This emphasis on pupil ownership of writing conflicts with older educational views, where topic selection was purely the domain of the teacher (Lipson et al, 2000).…”

“…Giving pupils this sense of authority and ownership over their writing and instilling a real purpose within their work is a useful basis for developing a recursive approach to drafting and redrafting functional forms of writing based on progress with real social affairs (Lipson et al, 2000). This type of educational climate may be a very useful way of engaging the reluctant writer and raising attainment.…”

“…However, although many teachers seem enthusiastic about using these approaches, it seems that many still concentrate more of their efforts on narrative forms of writing or on using simulated contexts for developing pupils' functional or non-fiction writing. Lipson et al (2000) describe the qualities of the curriculum-oriented teacher as one who provides short, discrete pieces of writing for pupils, drawing upon a limited range of genre, with subjects determined by the teacher and only an occasional focus on the need for writing to communicate with other people. In contrast to this, the enquiry-oriented teacher is more inclined to provide lengthy periods of sustained Downloaded by [Michigan State University] at 19:56 26 December 2014…”